1. Transforming Our Teaching And Learning Module 1 Standards Implementation Process

2. Purpose of Module 1 To present an overview of a process for implementing standards

4. 1. To make connections between current practices and a standards implementation process. 2. To describe, explain and use a standards implementation process to successfully plan standards-based curriculum, instruction, and assessment. Desired Outcomes

5. Key Concepts  There is a process for implementing standards.  There are sub-processes within each step of the process.  The process is not linear, but cyclical.  Key to using the process is a solid understanding of standards and the system of standards.

6. Agenda  Part I: System of Standards Revisited  Part II: On-Going Transition  Part III: Applying the Process to Current Practice  Part IV: The Six-Step Model: A Cyclical Process

7. Part I: System of Standards Revisited Grading Policy Reporting Policy Reporting Student Progress Regulations

10. Implementation Timeline 2003-2004 Elementary Paper/Pencil Pilot (10 schools) 2004-2005 Elementary Electronic Pilot (10 schools) Secondary Electronic Pilot of new SIS with current report card (2 schools) 2005-2006 Elementary Statewide Implementation, Phase I (33 additional schools) Secondary Electronic Pilot continues with Secondary work group planning Secondary SB report card 2006-2007 Elementary Statewide Implementation, Phase II Secondary Pilot (2 Original + 3-5 additional) 2007-2008 Elementary Statewide Implementation, Phase III Secondary Statewide Implementation For more information, send e-mail to: report@k12.hi.us

11. Title: Graduation and Related Series : 4500 SERIES-STUDENT PERFORMANCE AND ACHIEVEMENT Statute #: 4540

12. “We have made much progress with standards-based education. Our critics outside and inside the department no longer refer to the standards as the “flavor of the month.” They’ve stopped declaring that “this too shall pass.” Today, we speak the language of standards – rubrics, exemplars, differentiated learning, and proficiency.” “And school leaders have warned me that there are classrooms in which standards-based education is still only lip-service.” “To those who disregard the standards, or only skim its surface, the handwriting is on the wall. Student performance and student achievement soon will be the basis of performance evaluations.” Transforming Education for Student Achievement. Superintendent Patricia Hamamoto, Education Leadership Conference June 14, 2004.

13.  Realize their individual goals and aspirations;  Possess the attitudes, knowledge and skills necessary to contribute positively and compete in a global society;  Exercise the rights and responsibilities of citizenship; and  Pursue post-secondary education and/or careers without need for remediation. We view the new No Child Left Behind federal law as an opportunity to further support our vision and goals. We have revisited all initiatives aimed at improving student achievement to ensure compliance with the No Child Left Behind requirements. Realize their individual goals and aspirations; Possess the attitudes, knowledge and skills necessary to contribute positively and compete in a global society; Exercise the rights and responsibilities of citizenship; and Pursue post-secondary education and/or careers without need for remediation. The Vision… Our vision of a Hawaii high school graduate is that all public school graduates will:

14. “First set high standards that determine what students need to know and be able to do. Second, do whatever it takes for as long as it takes to teach all students these standards. Third, measure student achievement of these standards by having them perform what they have learned and then comparing that performance to the standards.” -Ruth Mitchell

15. Part II: Continuing the Transition traditional vs. standards-based education

16. Learning Log Generate a compare and contrast list of a traditional vs standards-based classroom Reflect where your teachers (you service) are. Reflect on where you need to strengthen your own skills in working with teachers.

17. What would teachers need to do to get all students to this vision in achieving standards? Question A:

18.  If our goal is to have all students meet standards or reach the vision of the high school graduate, what must teachers do?  How should teachers plan? Question B:

19. Identifying the Process 1.Categorize answers to questions 2.Arrange these categorized items into a sequence or process 3.Compare and contrast

20. Identify relevant content standards Determine acceptable evidence and criteria Determine learning experiences that will enable students to learn what they need to know and to do Teach and collect evidence of student learning Assess student work to inform instruction or use data to provide feedback Evaluate student work and make judgment on learning results and communicate findings Reteach, or repeat the process with the next set of relevant standards Teacher collaboration throughout the process. Student involvement throughout the process. Adapted from WestEd’s Learning from Assessment

21. Debrief…  Observations?  To what extent does the sequence affect the process?

22. Other implementation models 1. Choose a sample from appendix 2. Discuss the components and sequences you observed in the sample you selected.

24. Learning Log Generate a compare and contrast list of a traditional vs. standards-based classroom Reflect where your schools (you service) are. Reflect on where you need to strengthen your own skills in working with teachers. What have I learned that I didn’t know before?

25. West Ed Model A common framework

26. Backward Mapping “…the reversal of the traditional process of starting with curriculum or activities that are usually textbook driven and ending with a wide range of learning outcomes.” “A backward mapping, begins with the desired outcome, the standard, and weaves it into the assessment and instruction.” California Department of Education, Aiming High Toolkit

27. Instructional-influenced Assessment Curriculum InstructionAssessment Classroom Assessment: What Teachers Need to Know. W. James Popham (2002). Assessment

28. Assessment-Influenced Instruction Curriculum InstructionAssessment Classroom Assessment: What Teachers Need to Know. W. James Popham (2002). Assessment

29. “…assessment of the most important standards must be consistent; assessment serves as our academic light house that guides students and teachers to a destination that is clear and fair” - Douglas Reeves

30. “We can’t plan curriculum unless we begin with assessment…a vision of success requires far more than the typical collection of documents.” -Douglas Reeves

31.  What is the content knowledge?  What skills must the students know?  How am I using the benchmarks and performance indicators?  How do I select the standards? ◊ Identify Relevant Standards

32.  Performance Criteria- the basis on which we  judge the quality of a product or performance.  What am judging?  How do I select criteria for assessment?  Does the assessment match the standard? · Determine acceptable evidence and criteria.

33. ¸ Determine Learning Experiences that will Enable Students to Learn what they need to Know and Do Know the Research on Effective Strategies.  What works?  What makes a difference?  What impacts student learning?  What do I have control over?  How do I accommodate different learning needs? (Differentiation/Multiple Intelligences)

34.  What kind of classroom assignments and tasks given to students affect their achievement?  What kind of data and evidence do we collect? How often and how much? Í Teach and Collect Evidence

35.  What makes a difference?  What kind of formative assessments can be used?  How can I use formative assessments to move learners forward? Assess Student Work to Inform Instruction or Use Data to Provide Feedback Î

36.  What the underlying perspectives on grading?  What are guidelines for grading?  How do rubric scores convert to grades?  What are ways to build consistency in considering evidence? Evaluate student work and make judgment on learning results and communicate findings Ï

37. Part III: Applying the Process Problem Solving

38. Standards Implementation Planning Identify Relevant Standards Determine Acceptable Evidence and Criteria Determine Learning Experiences that will Enable Students to Learn what they need to Know & Do Teach and Collect Evidence of Student learning Assess Student Work to Inform Instruction or Use Data to Provide Feedback Evaluate Student Work and Make Judgment on Learning Results and Communicate Findings ◊ ¸ · Ï Í Î Student Involvement Throughout the Process

39. Reflection… As a teacher, what questions or activities would you use to engage other teachers in deepening the understanding of each step? For example:  What’s the end result of this step?  Where do you look for ideas for this step?  How does this step match the other planning, teaching and grading choices?  What question is this step meant to help me clarify in teaching?

40. Changing Stumbling Blocks into Stepping Stones

41. How can stumbling blocks become stepping stones?  We tried that before  That’s not my job  We’re all too busy to do that  It’s too radical a change  We don’t have the time  Why change, it’s still working okay  Has anyone else even tried it  I don’t see the connection

42. Part IV: A Cyclical Process

43. HCPS III

44. Student Involvement Throughout the Process  What does a Standards- based classroom look like from a student’s point of view?  How can students become participants at each step along the way

45. Planning Next Steps